This connects in three ways with me:
a) problem solving as a sequence or set of processes needs to be about solving (mathematical) problems
b) encouraging students to capture or journal their thoughts as they work through problems is an essential aspect of mathematical thinking where the content and the processes are thought about
c) helping students develop their awareness(es) is crucial. At issue are the quality of the problems the teacher might pose so they are initially accessible but as the students develops a problem and goes deeper, the possibility of stuckness becomes more likely. Without a problem to solve, problem solving becomes little more than 'tired' phraseology.